MOOCs, the Flipped Classroom, and Khan Academy Practices: The Implications of Augmented Learning

2014 ◽  
pp. 1-10 ◽  
Author(s):  
Adolfo Plasencia ◽  
Natalia Navas
Keyword(s):  
Flipped Classroom ◽  
Augmented Learning ◽  
Khan Academy

scholarly journals An Analysis of the Application of Flipped Classroom in Junior Middle School Reading Teaching

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
Xia Li
Keyword(s):  
United States ◽  
Information Technology ◽  
Systematic Study ◽  
Flipped Classroom ◽  
The United States ◽  
Middle School Reading ◽  
English Reading ◽  
Chinese Scholars ◽  
Khan Academy ◽  
Reading Teaching

With the rise of the khan academy in the United States in 2011 and the MOOC, which introduced the foundation and implementation of overseas research, Chinese scholars began to attach importance to the systematic study of flipped classroom. While turning the classroom has been popular in some schools in 2007, before 2011, few people pay attention to the classroom. After 2013, the research about flipped classroom is much more obvious, and the application in the specific subjects also increased, for example, mathematics, Chinese, information technology, physics, and so on, but there still have little research on English reading. In this thesis, the author tries to apply flipped classroom in English reading teaching, exploring the combination of flipped classroom and reading teaching.

scholarly journals Video Lectures in eLearning

2015 ◽  
pp. 115-134 ◽  
Author(s):  
Norma I. Scagnoli ◽  
Anne McKinney ◽  
Jill Moore-Reynen
Keyword(s):  
Online Teaching ◽  
Flipped Classroom ◽  
Secondary Data ◽  
Hybrid Courses ◽  
Video Lectures ◽  
Short Video ◽  
The Creation ◽  
Khan Academy ◽  
Video Presentations ◽  
Regular Practice

Video presentations, also referred to as mini-lectures, micro-lectures, or simply video lectures, are becoming more prominent among the strategies used in hybrid or fully online teaching. Either interested in imitating a Khan Academy style of presenting content or responding to other pedagogical or administrative needs, there are more instructors now considering the creation of short video lectures for their courses than before. This chapter examines the use of video lectures in online and hybrid courses, describes the design and application of them in graduate and undergraduate courses, and analyzes primary and secondary data results to expose strengths, weaknesses, opportunities, and challenges experienced in the development and implementation of this technique. The use of short video lectures is a regular practice in MOOCs and has the potential of becoming a successful practice, especially with the expansion of new approaches such as the flipped classroom.

Using Khan Academy Videos in Flipped Classroom Mode to Bolster Calculus Skills in Soil Physics Courses

2016 ◽  
Vol 45 (1) ◽  
pp. nse2016.04.0008 ◽  
Author(s):  
David E. Radcliffe ◽  
Thorsten Knappenberger ◽  
Aaron L.M. Daigh
Keyword(s):  
Flipped Classroom ◽  
Soil Physics ◽  
Physics Courses ◽  
Khan Academy

scholarly journals A case study by using Khan Academy, an open-source environment

2020 ◽  
Vol 4 (4) ◽  
pp. 22-27
Author(s):  
Thanh Chi Nguyen ◽  
Cuong Tuan Le
Keyword(s):  
Open Source ◽  
Private School ◽  
Flipped Classroom ◽  
Vital Role ◽  
High School Mathematics ◽  
Teaching Resources ◽  
Learning Platform ◽  
Assessment Approach ◽  
Competency Based ◽  
Khan Academy

The purpose of this study was to analyze the effects of the flipped-classroom approach in teaching mathematics using Khan Academy, an open-source learning platform, and to examine students’ views about their experiences. The experiment was evaluated in both qualitative and quantitative ways. After introducing Khan Academy environment to a group of students at a private school in Hanoi, we organized several high school mathematics teaching units. The students were then observed as they learned the material in the flipped-classroom format. The different types of assessment such as formative and summative assessment designed and integrated within the environment were analyzed in light of competency-based assessment approach. The research found that the flipped-classroom approach using Khan Academy boosted student achievement in mathematics while the diverse tests such as QCM, open-end question on the platform played a vital role in the learning process. We also found that teachers need to design additional teaching resources to better integrate Khan Academy environment into the Vietnamese classroom.

Flipping the Business Classroom

2021 ◽  
Vol 13 (3) ◽  
pp. 60-76
Author(s):  
Namrata Sandhu ◽  
Dilpreet Singh ◽  
SANDHIR SHARMA
Keyword(s):  
Empirical Analysis ◽  
Business Education ◽  
Flipped Classroom ◽  
Business Schools ◽  
Teacher Influence ◽  
Class Time ◽  
Effective Implementation ◽  
Optimum Utilization ◽  
Improved Performance ◽  
Augmented Learning

This study aims to explore the benefits and challenges in implementing the flipped classroom model in business education. Empirical analysis of the views of 346 teachers engaged in delivering courses in different business schools in India reveals student convenience, augmented learning, improved performance and feedback, personalized attention and enhanced interaction, better review, and optimum utilization of class time as the major benefits of this model. The study also establishes absence of prerequisites, dilution of teacher influence, sustenance of model, and selective flipping as the significant challenges in the effective implementation of this model.

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